The correlation between specific personality and biographical variables and the grade point average (GPA) of 211 first quarter community college and technical institute students was investigated using the Adult Nowicki Strickland Internal-External scale to determine locus of control, the Post High School Self-Concept of Academic Ability scale, and the Survey of Study Habits and Attitudes scale. Locus of control, self-concept of academic ability, and study habits and attitudes were found to be significantly correlated with GPA, as were age, sex, race, and marital status. Delay avoidance in undertaking academic pursuits made the greatest contribution to the explanation in variance in GPA in the multiple regression equation used, followed by self-concept of academic ability, age, sex, race, locus of control, work methods, study habits, and acceptance of educational goals. Study orientation, teacher acceptance, marital status, and study attitudes did not contribute to the multiple regression equation. In a paradigm of interactive factors believed to facilitate academic achievement, biographical variables accounted for 8% of the variance in GPA and personality variables for another 19%; the remainder was attributed to intelligence and other assumed factors. A literature review is included. (Author/MB)